Lesson Plan Format for Math Fractions

Simple Fractions (Grade 1)

I. Objectives: At the end of the lesson, the students should be able to: 1. Identify simple fractions. 2. Shade the given figure based from the given fractions. 3. Appreciate the beauty of one’s work and demonstrate neatness in one’s work.

I. Subject Matter:

Topic: Simple Fractions

Reference: Comprehensive Curriculum of Basic Skills Grade 1

Author: Dawn Downs Purney

Pages: Page 429 - 435

Materials: Sky Flakes, Poster, Work sheets, Paper, Computer/LCD for powerpoint presentation (if available.)

Skills: Identify fractions (cognitive), Coloring (psychomotor), Appreciate the beauty of one’s work (affective)

Concepts: Fractions

II. Procedure:

A. Preparatory Activity/Review:

Teacher’s Activities Pupils’ Activities

What can you observe from the poster? (Answers will vary)

1 Lesson Proper

2 Motivation

Teacher: Class, what is this? A cracker. This is a whole cracker. Do you also eat cracker? Yes/No, Madam. I know you are hungry, so we’ll take a bite. Do you know that I can share this one whole cracker with two persons? Yes/No, Madam. See these divisions here? I can cut along these lines so I can share the two pieces with another two persons.

1. Presentation

If I cut this cracker along the dotted lines, what do I have now? Three pieces of the cracker.

These three pieces are all part of the whole cracker. Am I right, class? Yes, Madam.

A part of a whole is called _______ (Answers will vary) any volunteer?

A part of a whole is called FRACTION.

What is fraction, class? A part of a whole.

Good!

2. Discussion:

This is how you write a piece of the cracker in fraction.

1 part, divided, shaded, numerator -- 3 number of equal parts, denominator

Class, what does the numerator stands for? Part shaded or divided. What does the denominator stands for? Number of equal parts

If I draw an object with three equal parts and only one part is shaded, how will I write the fraction? 1 -- 3 Good!

For these two pieces of crackers, How do you write it in fraction? 2 -- 3

That’s right. You can also write it this way

2 / 3

The three parts of the cracker, in fraction, would be what?

I want a volunteer? (Answers may vary)

It is 3 / 3.

3 -- is also equal to 1, which is the 3

whole cracker.

Is it clear, class? Yes, Madam.

Good!

Now, I want you to have some exercises.

3. Application:

Directions: Color only the shapes that show halves (1/2).

Valuing: Do you consider a figure with an even shading better than a figure with a careless and sloppy coloring? Why do you need to control your coloring? How can you make the figures look more pleasing to the viewers?

Evaluation

3 Directions: Circle the objects that have 3 equal parts.

B. Directions: Count the equal parts and then write the fraction.

Example:

Shaded part = 1 Write: 1 / 3 Equal parts = 3

Shaded part = _____ Write: _____ Equal parts = _____

Shaded part = _____ Write: _____ Equal parts = _____

Shaded part = _____ Write: _____ Equal parts = _____

V. Assignment

Multiple Choice (10 points)

Directions: What fraction of the total parts is blue in the figures below? Choose the correct answer.

1) a. 1/2 b. 1/3 c. 1/4 d. 1/5

2) a. 1/2 b. 1/3 c. 1/4 d. 1/5

3) a. 1/2 b. 1/3 c. 1/4 d. 1/5

4) a. 1/2 b. 1/3 c. 1/4 d. 1/5

5) a. 1/2 b. 1/3 c. 1/4 d. 1/5